"Classroom Researchers are not looking for a law of human
behaviour, an if-then formula to them that if they
teach in a certain way, then a certain kind of learning
will occur - or even that such learning will occur in 62 percent
of the students." (Patricia Cross and Mimi Steadman, Classroom
Research - Implementing the scholarship of teaching,
Jossey-Bass, 1996, p17)

Goss and Boyd define "The Scholarship of Teaching is an
iterative, ongoing, visible, defensible, open, shared and ordered
approach to the educative dimension of university work which
fosters familiarity with teaching and learning theory, rigour and
focused direction in active participation and evaluation,
creativity in design and approach, reflection on action and aims
to produce quality outcomes for all stakeholders alike. (The
scholarship of teaching: An exploration of interpretations of the
scholarship of teaching and the role of `online learning and
teaching' as a trigger)

increase their reflective practices and seek to improve
their own teaching and the learning of students within their
discipline context?

communicate and disseminate information about teaching and
learning generally and within their specific disciplines?

refine and develop conceptions of teaching and learning?

(ibid)

From Robert Ubell,
Vice Dean Emeritus of Online Learning at NYU’s Tandon School of Engineering:

... most MOOC founders were unaware that a pedagogical revolution
was already under way at the nation’s universities: The
traditional lecture was being rejected by many scholars,
practitioners, and, most tellingly, tech-savvy students. MOOC
advocates also failed to appreciate the existing body of
knowledge about learning online, built over the last couple of
decades by adventurous faculty who were attracted to online
teaching for its innovative potential, such as peer-to-peer
learning, virtual teamwork, and interactive exercises. These
modes of instruction, known collectively as “active” learning,
encourage student engagement, in stark contrast to passive
listening in lectures. Indeed, even as the first MOOCs were
being unveiled, traditional lectures were on their way out.